Effect of a person-centred, tailor-made, teaching practice-oriented training programme on continuous professional development of STEM lecturers

This study contributes to the understanding of the effects of a person-centred, tailor-made, teaching practice-oriented professional development programme on the continuous professional development of university lecturers in STEM (Science, Technology, Engineering and Mathematics). A mixed qualitative and quantitative method was used. A significant proportion of the participants showed a shift in their ambitions for their further professional development toward the competence of organising teaching. Semi-structured interviews with five representative participants, five years after obtaining the University Teaching Qualification (UTQ), showed a long-term effect. All five interviewed lecturers followed their intentions and some even exceeded them.